Narrow-band screens for young children (for mental health, psychosocial risk, and autism spectrum disorder. These are valuable adjuncts in primary care and elsewhere but should not be used as the sole measure of developmental-behavioral status)

Parent report of 23 yes-no questions and written at 4-6th grade reading level. Screens for Autism Spectrum Disorder (ASD). Downloadable scoring template and .xls files for automated scoring. Available in multiple languages. If M-CHAT is failed, then the M-CHAT Follow-Up Interview is strongly recommended by its authors. This is because 6-10% of children fail the M-CHAT at the 18- and 24-month well-visits, which leads to a high over-referral rate for an expensive comprehensive ASD evaluation.

Pass/fail scores based on failing at least 2 critical items, or 3 or more non-critical items

By age and By disability, i.e, autism spectrum disorders:
Sensitivity: 90%;
Specificity: 99%. However, future validity studies are pending.

42 item parent-report measure for identifying social-emotional/behavioral. problems and delays in competence. Items were drawn from the assessment level measure, the ITSEA. Written at the 4th – 6th grade level. Available in Spanish, French,Dutch, Hebrew.

Cut-points based on child age and sex show present/
absence of problems and competence.

The ECBI/SESBI consists of 36 –38 short statements of common behavior problems, along with parents’ perceptions of problem intensity, i.e., a probe about the degree to which a specific issue is challenging for parents. The ECBI uses parent report while the SESBI is used for teacher report. Written at the 1st – 2nd grade level, the measure functions as a problems checklist for planning interventions. Can be used as a longitudinal indicator of progress. In print in English and licensed in Spanish and 9 other languages.

Parents complete the Checklist's 24 multiple-choice questions. Focuses on screening for language, social communication. Examiners are encouraged to observe child to verify parents’ answers via brief observation. Reading level is ~ 3rd grade. Can serve as an entry point into the assessment-level, CSBS and also as a monitoring tool. Does not screen for motor milestones. In English, Spanish, Slovenian, Chinese, and German.

Cutoff scores for each domain: Social, speech and symbolic

By age and by disability, i.e., developmental disabilities,
Sensitivity: 78% Specificity: 84%.

Parents (or examiners) complete a 35 item, 5 point rating scale. Covers self-regulation and interest in the world, engagement in relationships, purposeful interactive communication with emotions, emotional gestures, and emotional problem-solving. Enables a plot of growth overtime including indicators of regression. Inter-rater and test-retest reliability, along with readability levels, were all not reported. In English only.

Cutoff scores at different ages; scaled scores (standardiza-tion sample extrapolated from the Bayley-III)

A two-page clinic measure of psychosocial risk factors associated with developmental problems, often used for clinic intake. More than four risk factors is associated with developmental delays. The FPS also includes: a) a four item screen for parental history of physical abuse as a child; b) a six item measure of parental substance abuse; c) a four item screen for domestic violence; and d) a three item measure of maternal depression. Can be used along with the Brigance Parent-Child Interaction Scale to view parenting risk and resilience. More than four psychosocial risk factors is associated with developmental delays. Readability is 4th grade. In English and Spanish.

Refer/no refer scores for each risk factor. Also has guides to referring and resource lists.

DEVELOPMENTAL SCREENS RELYING ON ELICITING SKILLS DIRECTLY FROM CHILDREN: these tools are recommended for early childhood, NICU follow-up, referral clinic triage, etc. All require more time and skill than is typically available in primary care--although clinics with nurse practitioners (who generally have lots of assessment skills, and who typically administer screens to a subset of general peds patients), may find any of the below helpful as a second stage screen.

Nine separate forms, one for each 12 month age range. Taps speech-language, motor, readiness and general knowledge at younger ages and also reading and math at older ages. Uses a combination of direct elicitation and observation. In the 0 – 2 year age range, can be administered by parent interview. Includes longitudinal tracking, progress indicators plus separate psychosocial risk cutoffs for children in Head Start type programs who need “the gift of time” before referral decisions are made. In English, with Spanish and other language directions.

Cutoff, quotients, percentiles, age equivalent scores in various domains and overall.

PEDS:DM Assessment Version uses the same items as the Screening Version but presents more at once in each domain (about 35 total, depending on age) for: fine motor, gross motor, self-help, academics, expressive language, receptive language, and social-emotional). Items are administered by parents or professionals. Written at the 2nd grade level. The Assessment Level booklet is reusable with each child and includes a longitudinal score form to track progress. Includes the same supplementary measures (e.g., of mental health, ASD, parent-child interactions, academic measures, psychosocial risk) as the Screening Version. In English and Spanish.

Age equivalent scores, percentage of delay/progress along with the same cutoffs, sensitivity/
specificity as the PEDS:DM Screening Version.

Items (at least 6 are needed per domain) use a combination of direct assessment, observation, and parental interview to provide separate scores in adaptive behavior, personal-social, communication, motor, and cognitive domains). Used only to decide if the full BDI-2 is needed. Includes links to the Hawaii Curriculum and to the BDI-2 Curriculum. In English and Spanish.

Age equivalents and cutoffs at 1.0, 1.5, and 2.0 SDs below the mean in each of 5 domains

By age: not available
By disability, i.e., to problematic performance on the full BDI-2, and only computed on a select sample with 50% of children qualifying for special services―making the following figures likely to be inflated when compared to other tools,
Sensitivity: 72% - 93%; Specificity: 79% - 88%.

Children are asked (by parents or professionals) to read 29 common safety words (e.g., High Voltage, Wait, Poison) aloud. The number of correctly read words is compared to a cutoff score. Results predict performance in math, written language and a range of reading skills. Test content may serve as a springboard to injury prevention counseling and can be used to screen for parental literacy. Because even non-English speakers living in the US need to read safety words in English, the measure is only available in English.

Three versions are used for diagnosis: teacher report, parent report and youth self-report. Produces 7 factor scores:
Cognitive Problems/ Inattention, Hyperactivity, Oppositional, Anxious-Shy, Perfectionism, Social Problems, and, Psychosomatic. Several subscales specific to ADHD are also included: DSM-IV symptom subscales (Inattentive, Hyperactive/Impulsive, and Total); Global Indices (Restless-Impulsive, Emotional Lability, and Total), and an ADHD Index. The GI is useful for treatment monitoring. Also available in French

Electronic Records Options for Screening with Quality tools
(including online and other digital approaches to administration and scoring).

Essential definitions are:
Keyboards --users can type in text-based answers to questions
Touch-screens applications-- (hopefully self-explanatory but these often allow parents to also listen to questions and response options, thus reducing literacy demands);
Online --meaning an internet connection, preferably high speed is needed;
CD-ROM--offline but still electronic, and requiring installation on the users’ computer);
Parent Portal -- applications (typically web-based and thus online) where parents can complete measures but do not see results. Rather these are sent to a different office computer for inclusion in the medical record/sharing results.
Webcasts/webinars--Either live or constantly available on publishers’ websites. LiveWebcasts are generally translated into Webinars (a few days after a live webcast) and thus become videos/audios, usually freely available on demand.

Downloadable guides, live training at exhibits, and other training services on request.

CHADIS also includes decision support for a large range of other measures, both diagnostic and parent/family focused, such as the Vanderbilt ADHD Diagnostic Rating Scale, and various parental depression inventories. CHADIS offers integration with existing EHRs. works with a range of equipment/applications, and automatically generates reports. Pricing is ~ $2.00 per use.

This site offers PEDS, PEDS:DM, and the Modified Checklist in Toddlers (M-CHAT) for applications for keyboards (including I-PAD) allowing for actual comments from parents). Offers a parent portal (wherein families do not see the results), etc. Scoring is automated as are summary reports for parents, referral letters when needed, and ICD-9/procedure codes. HL-7 integration with electronic records is available as is data export and aggregate views of records. $2.06 - $2.75 per use (depending on volume).

Scoring services include report writing, all via web-based services. The website indicate a version for Personal Digital Assistants (PDAs) but this will be phased out shortly. In English and Spanish. Pricing, ~ $765 per year